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Margaret (Macke) Raymond

Margaret “Macke” Raymond has served as founder and director of the Center for Research on Education Outcomes (CREDO) at Stanford University since its inception in 1999.

The CREDO team conducts rigorous and independent analysis and evaluation of promising programs that aim to improve outcomes for students in US K-12 public schools. Their mantra is “We let the data speak.” The team conducts large-scale analyses under a collaboration with 30 state education agencies.

Macke has steered the group to be a well-regarded source of impartial insight into the performance and workings of charter schools, city reform strategies and national reform programs. CREDO’s studies and reports are relied upon by the US Department of Education, governors, state chief school officers, state legislators, the courts, other policy makers and the media. Supporters and opponents alike point to CREDO findings, moving the debate past evidence disputes to more substantive arguments.

She is a regular source for local and national media, including the New York Times, the Wall Street Journal, the Washington Post, the Los Angeles Times and the Denver Post. Macke’s deep belief in building capacity for improved analysis of programs and policy has found its place through service on advisory boards, technical resource groups and peer review panels. She was selected as a Pahara-Aspen Education Fellow in recognition of her leadership in US education policy.

In addition, Macke created a visiting “CREDO-ship” to invite promising policy analysts to visit with the team and collaborate on projects of mutual interest. Macke and her husband Eric Hanushek live in Stanford, CA with their yellow Labrador Retriever, Sugar.

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Hoover Institution Distinguished Research Fellow Macke Raymond responds to your questions related to charter schools. Margaret "Macke" Raymond has served as founder and director of the Center for Research on Education Outcomes (CREDO) at Stanford University since its inception in 1999.

Charter schools are leading the way in improving public education in America, especially for students who are traditionally underserved. Charter school students in urban areas and in schools run by Charter Management Organizations show strong learning gains compared to their peers in district schools.

Charter schools are thriving in areas underserved by traditional public schools due to their framework of flexibility for accountability. They are granted flexibility to design and run schools in order maximize student achievement in exchange for being held accountable for their students’ performance. Charter schools have to improve in order to survive. Those that do not perform well need to be removed in order to expand high-performing schools.

Rick Hess posted on his Straight Up blog, “My Mixed Feelings on XQ’s “Super Schools.” He reported ambivalence after the XQ Institute announced ten winners of XQ: The Super School Project design challenge. For those new to XQ, it is an initiative to reimagine American high schools.

Your recent online Commentary by Jeanne Allen of the Center for Education Reform ("Charter Laws and Flawed Research," Sept. 8, 2009) perpetuates a misconception she has about the compositions of “virtual twins” that were used in a report by Stanford University’s Center for Research on Education Outcomes, “Multiple Choice: Charter School Performance in 16 States.”...

While endless discussions of No Child Left Behind play out in Congress, the two presidential candidates clearly recognize the American public endorses the basic idea of holding schools accountable for performance...

Center for Research on Education Outcomes

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